Philosophy

My approaches to teaching and acting stem from the same core aesthetic. I am focused on emphasizing the importance of human connection by removing the blinders we wear to numb ourselves to reality. In the classroom this translates itself to exploring human relationships and learning how to interpret body language and subtext, as well as finding the essence of an action in terms of a strong, active verb. Being able to name these things in decisive terms helps my students not only act more truthfully in class, but also be more observant of the world around them and attune to the nuances of human behavior.

In my classroom there is an atmosphere of collaboration, discoveries, and excitement. I want my students to have fun, understand my passion for the art, and consequently find this passion within themselves. I start by asking the class what their individual interests are, and incorporate as many of those ideas into the semester as possible. For example, I had a class of screenwriters and film majors so they wrote a scene for their midterm and then performed it. They applied all of the action work and character analysis we worked on in class, but also found enormous enthusiasm and excitement in their own creativity. I was able to discover an unconventional way to test their knowledge of the subject through getting to know my students and what excites them. Ultimately I believe that in any learning situation, knowing the students’ affinities and curiosities is vital to guiding them on an exciting and fruitful journey.

In addition, I want to help my students make discoveries by answering their own questions. In scene work, for instance, I truly function as collaborator. I welcome students' ideas and opinions, and if challenges present themselves we work together to tackle said challenges. In order to enhance the students' awareness of the world around them, it is essential to understand the diversity present in that world. I encourage discussion in my class, whether it be over a character's objective or a production the class saw. I adhere strongly to the Liz Lerman Critical Response Process because it encourages students to acknowledge opinions and address differences in a healthy manner. Through this recognition and realization, the students are able to form keen observations about human behavior and interaction that apply beyond the realm of theatre and into the real world.